Vygotskian perspectives on using dramatic play to enhance children's development and balance creativity with structure in the early childhood classroom

Early Child Development and Care

Volumn 179, Issue 8, 2009, Pages 1041-1054

  Gupta, Amita ^a  

^a CITY COLLEGE OF NEW YORK   (United States)

Author keywords

Balanced curriculum; Dramatic play; Practice and theory; Reflective teaching; Socio cultural constructivism; Vygotsky

Indexed keywords

EID: 70450066922     PISSN: 03004430     EISSN: 14768275     Source Type: Journal    
DOI: 10.1080/03004430701731654     Document Type: Article

References (23)

1. Bodrova, E., & Leong, D.J. (2007). Tools of the mind: The Vygotskian approach to early childhood education. Upper Saddle River, NJ: Pearson Merrill/Prentice Hall.
2. Donaldson, M. (1979). Children's minds. New York: W.W. Norton.
3. Dunn, J., & Kendrick, C. (1982). The speech of two- and three-year olds to infant siblings: 'Baby talk' and the context of communication. Journal of Child Language, 9, 579-595.
4. Dyson, A.H., & Genishi, C. (Eds.). (1994). The need for story: Cultural diversity in classroom and community. Urbana, IL: National Council of Teacher Education.
5. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
6. Gupta, A. (2006). Early childhood education, postcolonial theory, and teaching practices in India: Balancing Vygotsky and the Veda. New York: Palgrave Macmillan.
7. Hughes, M., & Donaldson, M. (1979). The use of hiding games for studying the coordination of viewpoints. Educational Review, 31(2), 133-140.
8. Ives, W. (1980). Preschool children's ability to coordinate spatial perspectives through language and pictures. Child Development, 51(4), 1303-1306.
9. John-Steiner, V., & Mahn, H. (2001). Sociocultural approaches to learning and development: A Vygotskian framework. Retrieved February 2, 2007, from http://web.archive.org/web/20010811080405/members. home.net/vygotsky.
10. Lee, P. (1989). Is the young child egocentric or sociocentric? Teachers College Record, 90(3), 375-391.
11. Lempers, J.D., Flavell, E.R., & Flavell, J.H. (1977). The development in very young children of tacit knowledge concerning visual perception. Genetic Psychology Monographs, 95, 3-53.
12. Leung, E.H.L., & Rheingold, H.L. (1981). Development of pointing as a social gesture. Developmental Psychology, 17(2), 215-220.
13. Paley, V.G. (1981). Wally's stories. Cambridge, MA: Harvard University Press.
14. Ramsey, P.G. (1987). Teaching and learning in a diverse world. New York: Teachers College Press.
15. Rogoff, B. (1991). Social interaction as apprenticeship in thinking: Guided participation in spatial planning. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition. Washington, DC: American Psychological Association.
16. Rogoff, B., & Lave, J. (Eds.). (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
17. Rogoff, B., & Wertsch, J.V. (Eds.). (1984). Children's learning in the 'zone of proximal development'. San Francisco, CA: Jossey-Bass.
18. Sachs, J., & Devin, J. (1976). Young children's use of age-appropriate speech styles in social interaction and role playing. Journal of Child Language, 3, 81-98.
19. Valsiner, J. (1987). Culture and the development of children's actions: A cultural-historical theory of development. Chichester: Wiley.
20. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
21. Wertsch, J.V. (1979). From social interaction to higher psychological processes. Human Development, 22, 1-22.
22. Wertsch, J.V. (1991). Voices of the mind: A socio-cultural approach to mediated action. Cambridge, MA: Harvard University Press.
23. Wood, D. (1991). How children think and learn. Oxford: Basil Blackwell.